Early Years Team - Gloucestershire · Early Years Foundation Stage Profile Results Headlines...

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Early Years Foundation Stage Profile Results Headlines 2014-2015, National and Gloucestershire

National

Gloucestershire

66% The proportion of children achieving a good level of development. This is up 6 percentage points from 60% last year.

65% The proportion of children achieving a good level of development. This is up 8 percentage points from 57% last year.

34.3 The average EYFPS point score for

2015. An increase of 0.5 points from 33.8 points in 2014.

35.3 The average EYFPS point score for 2015. An increase of 0.9 points from 34.4 points in 2014.

64% The proportion of children achieving

at least the expected level in all 17 early learning goals.

63% The proportion of children achieving at least the expected level in all 17 early learning goals.

16% pts The gender gap between the

percentage of girls and boys achieving a good level of development - 74% of girls achieved a good level of development compared to 58% of boys.

16% pts The gender gap between the percentage of girls and boys achieving a good level of development - 72% of girls achieved a good level of development compared to 56% of boys.

32.1% The percentage gap between lowest

20% and the rest. A decrease of 1.8 points from 33.9 in 2014.

30.6% The percentage gap between lowest 20% and the rest. A decrease of 1.9 points from 32.5 in 2014.

Author: Karen White, Early Years Data Analyst, Early YearsTeam Last Udated: January 2016

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Contents

What does this report cover? 3 About the assessment 4 Number achieving a good level of development 5 Total points score across all the early learning goals 5 Numbers achieving at least the expected level in all early learning goals within an area of learning 6 Number achieving each assessment rating within the early learning goals 8 Number achieving at least the expected level in every one of the early learning goals 18 Number achieving at least the expected level across the prime and specific areas of learning 18 Narrowing the Gap 18


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What does this report cover? This report contains the latest information at both national and local authority (LA) level on the achievement of outcomes at the end of the Early Years Foundation Stage (EYFS) in 2014/15, together with figures for 2013/14. The Early Years Foundation Stage Profile (EYFSP) is a teacher assessment of children’s development at the end of the EYFS (the end of the academic year in which the child turns five). It should support a smooth transition to Key Stage 1 (KS1) by informing the professional dialogue between EYFS and KS1 teachers. This information should help Year 1 teachers plan an effective, responsive and appropriate curriculum that will meet the needs of all children. The Profile is also designed to inform parents or carers about their child’s development against the early learning goals. Following an independent review of the EYFS by Dame Clare Tickell, a new profile was published for implementation for the 2012/13 school year. The new profile and revised EYFS have a stronger emphasis on the three prime areas which are most essential for children’s healthy development: communication and language; physical; and personal, social and emotional development. The new profile made changes to the way in which children are assessed at the end of the EYFS and requires practitioners to make a best-fit assessment of whether children are emerging, expected or exceeding against each of the new 17 early learning goals. The new profile was introduced in September 2012 and the first assessments took place in summer 2013. The new profile’s ‘emerging’, ‘expected’ and ‘exceeding’ scale are very different to the previous profile’s 117 point scale and the number of early learning goals has been reduced. This led to a break in the time series as the results were not comparable between 2011/12 and 2012/13.


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About the assessment There are 7 areas of learning covering 17 early learning goals (ELGs). A child is scored 1 for emerging, 2 for expected, and 3 for exceeded. Therefore the minimum score is 17 points and the maximum possible score is 51 points.

Communication and Language

1: Listening and attention 2: Understanding 3: Speaking

Physical Development

4: Moving and handling 5: Health and self-care

Personal, Social and Emotional Development

6: Self-confidence and self-awareness 7: Managing feelings and behaviour 8: Making relationships

Literacy

9: Reading 10: Writing

Mathematics

11: Numbers 12: Shape, space and measures

Understanding the World

13: People and communities 14: The World 15: Technology

Expressive arts and design

16: Exploring and using media and materials 17: Being imaginative


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Number achieving a good level of development Children achieving a good level of development are those achieving at least the expected level within the following areas of learning: communication and language; physical development; and personal, social and emotional development; literacy; and mathematics. National Gloucestershire

Percentage achieving a good level of development has increased

At a national level 66% of children achieved a good level of development. This is an increase of 6 percentage points compared with the 2014 figure of 60%. 74% of girls achieved a good level of development, a rise of 5 percentage points compared to 69% in 2014. The proportion of boys achieving a good level of development also increased in 2015 to 58%, up 6 percentage points from 52% in 2014.

In Gloucestershire 65% of children achieved a good level of development. This is an increase of 8 percentage points compared with the 2014 figure of 57%. 73% of girls achieved a good level of development, a rise of 8 percentage points compared to 65% in 2014. The proportion of boys achieving a good level of development also increased in 2015 to 56%, up 6 percentage points from 50% in 2014.

Total points scored across all the early learning goals National Gloucestershire

The average score achieved has increased

In 2015, the average score for all children was 34.3, a rise of 0.5 points since 2014 when the average score was 33.8. Nationally in 2015, the average score for girls was 35.7, a rise of 0.6 points from 35.1 in 2014. Nationally in 2015, the average score for boys was 33.1, a rise of 0.5 points from 32.6 in 2014.

In 2015, the average score for all children was 35.3, a rise of 0.9 points since 2014 when the average score was 34.4. In Gloucestershire in 2015, the average score for girls was 36.6, a rise of 0.9 points from 35.7 in 2013. In Gloucestershire in 2015, the average score for boys was 34.0, a rise of 0.9 points from 33.1 in 2014.


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Numbers achieving at least the expected level in all early learning goals within an area of learning National Gloucestershire

Percentage of children achieving at least the expected level in all areas of learning increases

Figure 1a below compares 2014/2015 to 2013/14 and 2012/13 and shows there has been an increase in the percentage of children achieving at least the expected level in each of the 7 areas of learning.

Figure 1b below compares 2014/2015 to 2013/14 and 2012/13 and shows there has been an increase in the percentage of children achieving at least the expected level in each of the 7 areas of learning.

The highest proportion of children achieving at least the expected level is in …

87% of ALL children achieved at least the expected level in all early learning goals within the Physical Development area of learning. This is an increase of 1 percentage point from 2014 when this area also had the highest proportion achieving expected.

89% ALL of children achieved at least the expected level in all early learning goals within the Physical Development area of learning. This is an increase of 3 percentage points from 2014 when this area also had the highest proportion achieving expected.

The areas of learning with the lowest proportion achieving at least the expected level is …

In 2014/15, the proportion of children that achieved at least the expected level in the Literacy (70%) and Mathematics (76%) areas of learning were the lowest across the whole Profile. These two areas were also the lowest in both 2013/2014 and 2012/13 - Literacy (66% and 61%) and Mathematics (72% and 66%).

In 2014/15, the proportion of children that achieved at least the expected level in the Literacy (70%) and Mathematics (76%) areas of learning were the lowest across the whole Profile. These two areas were also the lowest in 2013/2014 and 2012/13 - Literacy (65% and 64%) and Mathematics (70% and 68%).

Girls are more likely to achieve the expected level than boys

In each of the 7 Areas of Learning, a higher proportion of girls than boys are achieving at least the expected level. The largest gender gaps are in the Literacy and Expressive Arts and Design area of learning at 15 and 13 percentage points.

In each of the 7 Areas of Learning, a higher proportion of girls than boys are achieving at least the expected level. The largest gender gaps are in the Literacy and Expressive Arts and Design area of learning at 17 and 13 percentage points.

…however the gender gaps are closing in most areas of learning

Since 2013/14, the gender gap has narrowed by 1 percentage point in Communication and Language, Physical Development, Personal, Social and Emotional Development, Mathematics and Expressive Arts and Design. It has remained the same in Literacy and Understanding the World.

Since 2013/14, the gender gap has narrowed by 2 percentage points in Personal, Social and Emotional Development. It has narrowed by 1 percentage point in Physical Development and Expressive Arts and Design. It has remained the same in Communication and Language. Unfortunately the gap has increased by 2 percentage points in Understanding the World and increased by 3 percentage points in Literacy and Mathematics.


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Figure 1a: Percentage of children achieving at least the expected level rises - National

2012/2013 2013/2014 2014/2015

Girls Boys All Gap Girls Boys All Gap Gender

gap change

Girls Boys All Gap Gender

gap change

Communication and Language 79 66 72 13 83 71 77 12 -1 86 75 80 11 -1

Physical Development 89 77 83 12 91 80 86 11 -1 92 82 87 10 -1

Personal, Social and Emotional 83 70 76 13 87 75 81 12 -1 89 78 84 11 -1

Literacy 69 53 61 16 74 59 66 15 -1 78 63 70 15 0

Mathematics 70 63 66 7 77 68 72 9 2 80 72 76 8 -1

Understanding the World 79 72 75 7 84 76 80 8 1 86 78 82 8 0

Expressive Arts and Design 87 70 78 17 90 76 83 14 -3 92 79 85 13 -1

Figure 1b: Percentage of children achieving at least the expected level rises - Gloucestershire

2012/2013 2013/2014 2014/2015

Girls Boys All Gap Girls Boys All Gap Gender

gap change

Girls Boys All Gap Gender

gap change

Communication and Language 79 67 73 12 82 71 77 11 -1 86 75 81 11 0

Physical Development 90 78 84 12 91 81 86 10 -2 93 84 89 9 -1

Personal, Social and Emotional 83 71 77 12 86 73 80 13 1 89 78 83 11 -2

Literacy 72 57 64 15 72 58 65 14 -1 79 62 70 17 3

Mathematics 71 65 68 6 73 67 70 6 0 80 71 76 9 3

Understanding the World 81 74 77 7 84 77 81 7 0 88 79 84 9 2

Expressive Arts and Design 90 74 81 16 92 78 85 14 -2 94 81 88 13 -1


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Number achieving each assessment rating within the learning goals National Gloucestershire

Proportionally more children are exceeding in the early learning goals

The percentage of children assessed as exceeding across all 17 early learning goals has increased since last year. This is true for both boys and girls. In 2015, the goals in which most children were assessed as exceeding were Understanding and Listening and Attention (23%) and Reading (20.3%). The goal with the lowest proportion exceeding is Writing at 12.6%.

The percentage of children assessed as exceeding across most 17 early learning goals has increased in most areas since last year. In 2015, the goals in which most children were assessed as exceeding were Understanding (28.4%) and Moving and Handling (25%). The goal with the lowest proportion exceeding is Writing at 13.5%.

…and proportionally more children are assessed as at least the expected level

In 2015, the proportion of children being assessed as at least the expected level has also increased for all the 17 early learning goals. 91.7% of children achieved at least the expected levels in Technology and 91.2% in Health and Self-Care.

In 2015, the proportion of children being assessed as at least the expected level has also increased for most of the 17 early learning goals. 94.7% of children achieved at least the expected levels in Technology and 92.9% in Health and Self-Care.

The learning areas with the lowest proportion of children achieving at least the expected level are …

As in 2015, the four literacy and mathematics early learning goals had the lowest proportion of children achieving at least the expected level. More specifically, the lowest proportion achieving at least the expected level was in Writing (70.8%).

As in 2013, the four literacy and mathematics early learning goals had the lowest proportion of children achieving at least the expected level. More specifically, the lowest proportion achieving at least the expected level was in Writing (71.3%).

Girls continue to outperform boys in all early learning goals at achieving at least the expected level

As in 2014, girls outperformed boys in all of the early learning goals. Girls performed best in the health and self-care (94.4%), moving and handling (94.3%) and exploring and using media and materials (93.8%) goals, whilst boys performed the best in health and self-care (88.2%) and self confidence and self-awareness and moving and handling goals (85.3%).

As in 2014, girls outperformed boys in most of the early learning goals. Girls performed best in the exploring and using media and materials (96.4%), health and self-care (95.9%) and moving and handling (95.6%) goals, whilst boys performed the best in technology (93.8%), health and self-care (89.9%) and moving and handling (87.4%) goals.


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Figure 2a: The percentage achieving emerging level in each of the 17 early learning goals National

7.1%

6.2%

7.1%

11.4%

10.6%

15.3%

18.6%

21.7%

18.1%

6.6%

7.4%

7.8%

5.6%

5.7%

11.2%

10.4%

9.4%

18.2%

17.8%

9.4%

18.4%

19.1%

22.8%

26.4%

36.4%

29.4%

15.1%

17.6%

14.7%

11.8%

14.7%

20.3%

18.8%

19.2%

0% 5% 10% 15% 20% 25% 30% 35% 40%

Being Imaginative

Exploring and Using Media and Materials

Technology

The World

People and Communities

Shape, Space and Measures

Numbers

Writing

Reading

Making Relationships

Managing Feelings and Behaviour

Self Confidence and Self-Awareness

Health and Self-Care

Moving and Handling

Speaking

Understanding

Listening and Attention

The percentage achieving emerging level in each of the 17 early learning goals Nationally

Boys

Girls


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Figure 2b: The percentage achieving emerging level in each of the 17 early learning goals in Gloucestershire

5.0%

3.6%

4.5%

9.7%

9.5%

12.7%

19.0%

20.4%

15.1%

5.5%

7.5%

7.0%

4.1%

4.4%

9.8%

9.6%

8.9%

15.9%

15.1%

6.2%

16.8%

17.9%

19.5%

26.6%

37.0%

26.4%

14.9%

18.2%

12.8%

10.1%

12.6%

18.6%

18.0%

18.4%

0% 5% 10% 15% 20% 25% 30% 35% 40%

Being Imaginative


Technology

The World



Numbers

Writing

Reading





Moving and Handling

Speaking

Understanding


The percentage achieving emerging level in each of the 17 early learning goals in Gloucestershire

Boys

Girls


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Figure 2c: The percentage achieving expected level in each of the 17 early learning goals National

73.4%

72.1%

81.1%

73.9%

73.9%

70.2%

66.0%

61.6%

58.2%

72.4%

70.9%

70.1%

69.6%

69.4%

66.4%

62.4%

62.0%

72.6%

72.5%

75.8%

66.6%

69.5%

62.9%

57.4%

54.8%

53.4%

72.3%

70.3%

70.1%

72.2%

71.3%

64.0%

62.1%

63.2%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Being Imaginative


Technology

The World



Numbers

Writing

Reading





Moving and Handling

Speaking

Understanding


The percentage achieving expected level in each of the 17 early learning goals Nationally

Boys

Girls


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Figure 2d: The percentage achieving expected level in each of the 17 early learning goals in Gloucestershire

71.5%

68.0%

77.2%

73.7%

71.5%

67.7%

62.5%

61.5%

57.0%

69.9%

66.3%

66.9%

66.4%

63.2%

64.1%

58.5%

57.5%

71.1%

70.2%

70.9%

63.7%

66.4%

60.5%

53.7%

54.0%

52.2%

69.5%

67.2%

67.8%

70.2%

69.8%

61.5%

57.2%

60.1%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Being Imaginative


Technology

The World



Numbers

Writing

Reading





Moving and Handling

Speaking

Understanding


The percentage achieving expected level in each of the 17 early learning goals in Gloucestershire

Boys

Girls


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Figure 2e: The percentage achieving exceeding level in each of the 17 early learning goals National

19.4%

21.8%

11.8%

14.7%

15.5%

14.5%

15.4%

16.7%

23.6%

21.0%

21.7%

22.1%

24.7%

24.9%

22.4%

27.2%

28.6%

9.3%

9.6%

14.7%

15.0%

11.4%

14.3%

16.2%

8.8%

17.2%

12.5%

12.1%

15.2%

16.0%

14.0%

15.7%

19.1%

17.6%

0% 5% 10% 15% 20% 25% 30% 35%

Being Imaginative


Technology

The World



Numbers

Writing

Reading





Moving and Handling

Speaking

Understanding


The percentage achieving at exceeding level in each of the 17 early learning goals Nationally

Boys

Girls


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Figure 2f: The percentage achieving exceeding level in each of the 17 early learning goals in Gloucestershire

23.5%

28.5%

18.3%

16.6%

19.0%

19.6%

18.5%

18.0%

27.9%

24.7%

26.2%

26.1%

29.6%

32.3%

26.2%

31.9%

33.6%

12.9%

14.7%

23.0%

19.5%

15.6%

20.0%

19.7%

9.0%

21.4%

15.6%

14.6%

19.4%

19.7%

17.7%

20.0%

24.8%

21.5%

0% 5% 10% 15% 20% 25% 30% 35% 40%

Being Imaginative


Technology

The World



Numbers

Writing

Reading





Moving and Handling

Speaking

Understanding


The percentage achieving at exceeding level in each of the 17 early learning goals in Gloucestershire

Boys

Girls


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Figure 2g: The percentage achieving at least the expected level in each of the 17 early learning goals National

92.9%

93.8%

92.9%

88.6%

89.4%

84.7%

81.4%

78.3%

81.9%

93.4%

92.6%

92.2%

94.4%

94.3%

88.8%

89.6%

90.6%

81.8%

82.2%

90.6%

81.6%

80.9%

77.2%

73.6%

63.6%

70.6%

84.9%

82.4%

85.3%

88.2%

85.3%

79.7%

81.2%

80.8%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Being Imaginative


Technology

The World



Numbers

Writing

Reading





Moving and Handling

Speaking

Understanding


The percentage achieving at least the expected level in each of the 17 early learning goals Nationally

Boys

Girls


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Figure 2h: The percentage achieving at least the expected level in each of the 17 early learning goals in Gloucestershire

95.0%

96.4%

95.5%

90.3%

90.5%

87.3%

81.0%

79.6%

84.9%

94.5%

92.5%

93.0%

95.9%

95.6%

90.2%

90.4%

91.1%

84.1%

84.9%

93.8%

83.2%

82.1%

80.5%

73.4%

63.0%

73.6%

85.1%

81.8%

87.2%

89.9%

87.4%

81.4%

82.0%

81.6%

0% 20% 40% 60% 80% 100% 120%

Being Imaginative


Technology

The World



Numbers

Writing

Reading





Moving and Handling

Speaking

Understanding


The percentage achieving at least the expected level in each of the 17 early learning goals in Gloucestershire

Boys

Girls


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Figure 2i: Gloucestershire Trends for EYFSP Early Learning Goals - ALL Pupils Achieving At Least Expected

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Gloucestershire Trends for EYFSP Early Learning Goals - ALL Pupils Achieving At Least Expected

2013

2014

2015


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Number achieving at least the expected level in every one of the early learning goals This measure counts the number of pupils who achieve at least the expected in each and every one of the 17 learning goals and therefore is different to figures mentioned in earlier sections. National Gloucestershire

Children achieving at least the expected level across all 17 early learning goals.

In 2015, 64% of children achieved at least the expected level across all 17 early learning goals. For girls, 73% achieved at least the expected level across all the goals in 2015. For boys, 56% achieved at least the expected level across all the goals in 2015.

In 2015, 63% of children achieved at least the expected level across all 17 early learning goals. For girls, 71% achieved at least the expected level across all the goals in 2015. For boys, 54% achieved at least the expected level across all the goals in 2015.

Number achieving at least the expected level across the prime and specific areas of learning Prime areas of learning are: communication and language; physical development; and personal, social and emotional development. Specific areas of learning are: literacy; mathematics; understanding the world; and expressive arts and design. National Gloucestershire

Within the prime areas of learning.

In 2015, 76% of children achieved at least the expected level across the prime areas of learning. The proportion of girls achieving the expected level was 84% compared to 69% for boys.

In 2015, 76% of children achieved at least the expected level across the prime areas of learning. The proportion of girls achieving the expected level was 84% compared to 69% for boys.

Number achieving within the specific areas of learning.

In 2015, the number of children achieving at least the expected level across the specific areas of learning was 66%. The proportion of girls achieving the expected level was 74% and for boys 58%.

In 2015, the number of children achieving at least the expected level across the specific areas of learning was 65%. The proportion of girls achieving the expected level was 73% and for boys 57%.

Narrowing the Gap National Gloucestershire

The achievement gap between the lowest attaining 20% of children and the mean is narrowing

In 2015, the achievement gap between the lowest attaining 20% of children and the mean average was 32.1%. The achievement gap has narrowed by 1.8 percentage points from 33.9% in 2014.

In 2015, the achievement gap between the lowest attaining 20% of children and the mean average was 30.7%. The achievement gap has narrowed by 1.8 percentage points from 32.5% in 2014.

Early Years Team - Gloucestershire · Early Years Foundation Stage Profile Results Headlines...

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